2002-01-04T06:07:23ZEFFECTIVENESS OF SCHOOL BASED CONTINUING PROFESSIONAL DEVELOPMENT IN THE TEACHING OF ENGLISH LANGUAGE IN SCHOOLS OF GWEMBE DISTRICT, ZAMBIA.http://hdl.handle.net/123456789/109
EFFECTIVENESS OF SCHOOL BASED CONTINUING PROFESSIONAL DEVELOPMENT IN THE TEACHING OF ENGLISH LANGUAGE IN SCHOOLS OF GWEMBE DISTRICT, ZAMBIA.
SIBUNIMBA, KENNETH
This study was conducted to assess the effectiveness of School Based Continuing Professional Development in the teaching of English Language in schools of Gwembe District, Zambia. The researcher used the mixed methodology approach. The population for the study consisted of 326 primary and secondary school teachers in the 36 primary and four secondary schools in the district while the sample consisted of 155 teachers from 11 primary and four secondary schools, 15 head teachers and 15 coordinators. The head teachers, coordinators and teachers of English Language from the secondary schools were purposively sampled while the teachers from Grades 1 to 7 were randomly sampled. A forty-three (43) item closed-ended questionnaire which was face and content validated by experts at Solusi University and an interview guide was used to collect data. A pilot study was conducted in three primary schools which were not part of the main study using 27 respondents and the Cronbach’s Alpha reliability coefficient of 0.800 was obtained. The data collected was coded and analyzed using descriptive statistics and thematic analysis. Findings from the study revealed that School-Based Continuing Professional Development was effective in the teaching of English Language in Gwembe District. Further, the study revealed that the programme came along with successes which can broadly be grouped as teacher and learner performance improvement. The most common challenges of the programme revealed were lack of materials, negative attitude towards the programme by some teachers and difficulties in conducting zonal cluster meetings due to the terrain of the district. The researcher recommended that the Ministry of General Education may consider promoting School Based Continuing Professional Development in other subjects just like it is in Mathematics and Sciences as well as intensifying regular monitoring and assessment and to sensitize the teachers on the need to participate in such programmes.
2015-11-01T00:00:00ZAN ASSESSMENT OF THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN TEACHER’S COLLEGE: A CASE STUDY OF MORGAN ZINTEC COLLEGEhttp://hdl.handle.net/123456789/108
AN ASSESSMENT OF THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN TEACHER’S COLLEGE: A CASE STUDY OF MORGAN ZINTEC COLLEGE
MOYO, SHEBBY
This study assessed the implementation of inclusive education in teacher’s colleges. The intention was to find out how lecturers are implementing inclusive education in teacher’s colleges. This study was guided by a social model of disability, which emphasises on the importance of educating all learners in a least restrictive environment. The study is qualitative in nature and adopted a case study design, which was carried out at Morgan ZINTEC Teachers’ College, to help in obtaining variables of the study. The population of the study comprised of 146 members and the sample has 44 respondents. The Research instruments used included individual interviews one for the students with disabilities and the other for the ancillary staff, and focus group interviews for the lecturers. Data was analysed thematically. The findings of the study were that teaching and learning materials needed for the implementation of inclusive education were scarce and physical facilities in teachers’ colleges were found to be restrictive and not supportive of students with disabilities. The researcher recommended that the government should provide more funding to provide for adequate and relevant teaching/learning materials and physical facilities for teachers’ colleges to implement inclusive education efficiently and effectively. It also recommended that all college staff be trained in inclusive education to keep them abreast with current trends of Inclusive Education.
2015-11-01T00:00:00ZTHE EFFECTS OF TRADITIONAL INITIATION CEREMONIES ON SECONDARY SCHOOL BOYS’ AND GIRLS’ EDUCATION IN CHADIZA DISTRICT, ZAMBIAhttp://hdl.handle.net/123456789/107
THE EFFECTS OF TRADITIONAL INITIATION CEREMONIES ON SECONDARY SCHOOL BOYS’ AND GIRLS’ EDUCATION IN CHADIZA DISTRICT, ZAMBIA
MBALE, SAMUEL Z.
Chinamwali and Nyau traditional initiation ceremonies for girls and boys respectively, have been a subject of concern within the community in Chadiza district. While the Chewa people of Chadiza district celebrate Chinamwali and Nyau initiation ceremonies as a transition from childhood to adulthood, some aspects of these traditional ceremonies such as sex education given to the initiates are thought to have a negative impact on the education of girls and boys. Based on these concerns, the study sought to find out the extent to which these traditional initiation ceremonies affected the education of secondary school girls and boys in Chadiza District, Zambia. The population under study consisted of 200 teachers and 30 parents from 5 secondary schools, and 200 school dropouts. The sample of the study consisted of 32 teachers, 25 parents, and 12 school dropouts. Purposive sampling technique was used to select the four secondary schools and twenty-five parents while random sampling technique was used to select the thirty-two teachers who were used for the study. Snow ball sampling technique was used to select the twelve dropouts. The researcher used two instruments; a self-constructed questionnaire with close and open-ended questions and the interview guide. The researcher personally administered the questionnaire and the interview. A pilot study was carried out and the reliability of the questionnaire was established at 0.681 which meant that the instrument was reliable. Descriptive analysis was used for the close-ended questions. Thematic analysis was used for the open-ended questions from the questionnaire and the interview guide. The results indicated that traditional initiation ceremonies affected the education of secondary school boys and girls in terms of: school attendance, pupils’ behavior, pupils’ participation in class, early pregnancies and marriages, dropouts, as well as HIV/AIDS. The key recommendations were that parents should ensure that girls and boys do not miss classes because of initiation ceremonies and should be initiated during school holidays. It was also recommended that parents need to be encouraged to allow their children to speak in class immediately after initiation and to stop some practices that would negatively affect the behavior of the initiates. The government also needs to educate youths on the risks of early pregnancies and marriages including HIV/AIDS.
2015-11-01T00:00:00ZIMPACT OF PSYCHOSOCIAL DETERMINANTS ON INFORMATION AND COMMUNICATION TECHNOLOGY USE BY STUDENTS TEACHERS AT CHIPATA COLLEGE OF EDUCATION, ZAMBIAhttp://hdl.handle.net/123456789/106
IMPACT OF PSYCHOSOCIAL DETERMINANTS ON INFORMATION AND COMMUNICATION TECHNOLOGY USE BY STUDENTS TEACHERS AT CHIPATA COLLEGE OF EDUCATION, ZAMBIA
SAKALA, GEORGINA
The purpose of the study was to find out the Impact of Psychosocial Determinants on Information and Communication Technology use by student teachers at Chipata College of Education, Zambia. The population of the study consisted of 800 student teachers at Chipata College of Education. The sample of the study was randomly selected from the college and there was a total of 150 respondents of which 50 were the first year, 50 second year and 50 third year students. Stratified simple random sampling was used when choosing the respondents. The research instrument for the study was a questionnaire of five-point Likert scale. A reliability Coefficient of 0.939 was obtained which meant that the instrument was reliable. The questionnaire was administered by the researcher. Descriptive statistics and regression analysis were used for the analysis of data. The data collected was coded and analyzed using the Statistical Packages for Social Sciences (SPSS) Version 16. The study revealed that students often used ICT. They also agree that ICT is useful, user-friendly and that they have the ability to use it. Students also have a positive attitude toward ICT use. User friendliness, perceived usefulness and attitude toward ICT use all impact ICT use. It wasrecommended that teachers should give assignments using ICT so that the students can learn.
2015-11-01T00:00:00Z